Abstract
The column this month is devoted primarily to an in-depth review of the Goodman & Burke Reading Miscue Inventory.
The Reading Miscue Inventory, as one of the more radical departures from traditional reading assessment, is compared with a more traditional Individual Reading Inventory, the Durrell Analysis of Reading Difficulty. The basic premises of Miscue Analysis recast assessment from error counting to analyzing the context of a departure from the expected response of the text, and further to determine the relationship of that departure to the language and concept repertoire of the reader. Since they also carry implications for the reconsideration of the role of the teacher in reading instruction, and for viewing reading behaviors as “good” or “bad,” the bases upon which it has been developed will be of interest to practitioners and researchers in learning disabilities, as well as to parents whose children are placed in remedial programs designed to ameliorate reading problems.
A short review of a program by Hatten & Hatten that is designed to bridge the gap between the language clinician's program and functional use of language in the natural environment follows. Last is a fanfare to Max Trader of the Grand Junction, Colorado Public Schools for a successful inservice that should be emulated.
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